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Profiles of Postsecondary Programs for Students with IDD

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Profiles of Postsecondary Programs for Students with IDD Ohio’s Statewide Consortium: Profiles of Postsecondary Programs for Students with IDD The Ohio State University University of Cincinnati Marietta College Youngstown State University University of Toledo Kent State University Columbus State Community College Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 1 TABLE OF CONTENTS Introduction ........................................................................................ p. 3 Profiles The Ohio State University ......................................................... p. 5 University of Cincinnati ............................................................ p. 8 Marietta College ........................................................................ p. 10 Youngstown State University ................................................... p. 12 University of Toledo ................................................................. p. 14 Kent State University ................................................................ p. 16 Columbus State Community College ........................................ p. 20 Program Costs Comparison ................................................................ p. 24 Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 2 INTRODUCTION Ohio’s Postsecondary programs deliver inclusive college experiences for students with intellectual and developmental disabilities (IDD) that include internships, college classes, housing and social experiences that result in improved access to gainful employment. Key elements that support the development of these postsecondary programs are: Higher Education Opportunity Act (PL 110-315) authorizes funding to develop college programs for students with intellectual disabilities Think College National Coordinating Center for the 27 federally funded postsecondary education programs for students with intellectual disabilities (see www.thinkcollege.net for more information) Workforce Innovation and Opportunity Act of 2014 Higher Education Opportunity Act (PL 110-315) Authorizes Model Demonstration Grants Provisions regarding the transition of students with ID into institutions of higher education are addressed within Title VII: Graduate and Postsecondary Improvement Programs, Part D - Programs to Provide Students with Disabilities with a Quality Higher Education. Specifically, Subpart 2, Section 766 describes Congress’ intent to support model demonstration projects that promote successful transition of students with ID into higher education through the development of Model Comprehensive Transition and Postsecondary Programs (CTP). As defined in Section 760(1) of the Higher Education Opportunity Act, the term “comprehensive transition and postsecondary program” means a degree, certificate, or non-degree program that meets each of the following criteria: A. Is offered by an institution of higher education. B. Is designed to support students with intellectual disabilities who are seeking to continue academic, career, technical and independent living instruction at an institution of higher education in order to prepare for gainful employment. C. Includes an advising and curriculum structure. D. Requires students with intellectual disabilities to participate on a no less than half-time basis as determined by the institution, with such participation focusing on academic components, and occurring through one or more of the following activities: i. Regular enrollment in credit-bearing courses with nondisabled students offered by the institution. ii. Auditing or participating in courses with nondisabled students offered by the institution for which the student does not receive regular academic credit. iii. Enrollment in noncredit-bearing, non-degree courses with nondisabled students. iv. Participation in internships or work-based training in settings with nondisabled individuals. E. Requires students with intellectual disabilities to be socially and academically integrated with non-disabled students to the maximum extent possible. Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 3 Think College National Coordinating Center The National Coordinating Center has developed eight National Standards, 17 quality indicators, and 87 benchmarks for guiding the development and sustainability of inclusive higher education (see www.thinkcollege.net). Postsecondary programs are encouraged to use these standards to measure progress towards creating and maintaining high-quality, inclusive college experiences across the four transition areas for students with IDD: 1) Academic Access, 2) Career Development, 3) Campus Membership/Independent Living and 4) Self-Determination/Student Development. Workforce Innovation and Opportunity Act of 2014 (WIOA) The WIOA legislation increases vocational rehabilitation’s role in the delivery of transition services across the nation and all VR agencies are required to develop a unified workforce state plan for workforce development that includes the delivery of pre-employment transition services. Each VR agency, in collaboration with local school districts, must provide, or arrange for the provision of pre-employment transition services for all students with disabilities in need of these services eligible or potentially eligible for VR services. Required pre-employment transition services include: Job exploration counseling Work-based learning experiences Counseling on postsecondary education opportunities Workplace readiness training Instruction in self-advocacy The national Employment First Initiative promotes the belief that all individuals with DD are presumed able to work in real jobs in the community. Ohio’s Employment First Initiative is shifting expectations among school and agency providers, families, and most importantly, job seekers themselves. As state and local agencies collaborate to improve school to work transition planning, providers are delivering innovative transition and employment services as authorized by the Higher Education Act of 2008 and the Workforce Innovation and Opportunities Act of 2014. Every working-age adult with IDD has the opportunity to explore both college and career options to prepare for careers that match their preferences, interests, needs and skills (PINS). Ohio’s Postsecondary programs are eager to partner with school and agency providers to assure that students with IDD continue to gain academic and employment skills to increase their options to obtain community employment. The following profiles represent six postsecondary programs that are working together to create quality postsecondary programs for students with IDD across Ohio. Additional postsecondary programs in Ohio or across the country may be found at www.thinkcollege.net. Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 4 PROFILES Profiles of Ohio’s Postsecondary Programs for College Students with ID Name of Program: Ohio State University Transition Options in Postsecondary Settings (TOPS) College/University: The Ohio State University Contact Person: Jessie Green or Margo Izzo Phone: Jessie: (614) 685-3189 Email: [email protected] Margo: (614) 685-3190 [email protected] Comprehensive Transitions and Postsecondary Program (CTP) Status: Ohio State’s CTP application was approved in 2015; therefore students are eligible for Federal Pell Grants and work-study funds. The amount of aid students can receive depends on their financial need, the cost of attendance, and other factors. Families and students must complete the Free Application for Federal Student Aid (FAFSA) to determine eligibility for financial aid. For more information go to https://studentaid.ed.gov/sa/fafsa . Annual Costs: Tuition and Fees: $3,576 Program Fees: $11,022 Room & Board: Under Development Entering freshman students must enroll in a summer Campus Experience and Transition Assessment (COTA) residential program. $1,500 Program Description: The TOPS Program is a 2-year portfolio or 4-year certificate program that focuses on 4 basic transition areas: Academics, Employment, Independent Living, and Self-Determination & Student Development. Generalized Studies Certificate: 4-Year Program. Students in the 4-year program must complete a minimum of 120 semester hours (an average of 30 semester hours annually) across the four transition areas (i.e., inclusive academic classes, internships and employment, independent living and campus membership, self-determination) to receive a Generalized Studies Certificate. Certificate of Completion: 2-Year Program. Students enrolled in the two-year track are required to earn 60 semester hours of TOPS program credit and participate in four transition areas and develop an electronic portfolio. Questions: Describe the academic services? Educational advising provided to assist students select a minimum of 24 semester hours of audited General Education Courses (GEC) for the 4-Year General Studies Certificate. Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 5 Educational coaching supports provided pre-, in-, or post-class by students enrolled in Disability Studies Internship course. (e.g., assist with note taking, highlighting key words/concepts and clarifying difficult concepts) Assistance using universal and assistive technology (e.g., iPad app (Quizlet) to practice vocabulary, scheduling using Google Calendar, and storing and organizing assignments) Academic Center One-on-one and group tutoring (e.g., writing papers and completing project activities) Extra time on tests
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